When Sarah Scrogin, principal of East Bronx Academy for the Future, woke up Wednesday morning to a stunning election result and questions from her staff about how to talk about it with students, she had to make a quick decision.

In a school where roughly 70 percent of the student body is Hispanic, and many have friends or relatives who could face the consequences of President-elect Donald Trump’s harsh stance on immigration, should teachers simply carry on with the day’s normal activities? Would it be appropriate for teachers to make their own political views known as a way of comforting students — or themselves?

Just after 8 a.m., Scrogin dashed off an email to the entire faculty, encouraging them to use the election as the ultimate teachable moment. “Our job as educators is not to tell others what to think,” she wrote, “but rather, to work together with young people to develop their own critical thinking.”

In Christine Montera’s AP U.S. History classroom, where the walls are adorned with Time magazine covers, that meant the usual rows of desks were molded into a circle where students spent the hour-long class period processing the news.

“A few of us had a conversation this morning: How can we go into our classrooms and say that someone who behaves in a manner that incites violence and hate on some occasions is the next president?” Montera said. “I was really going into it wanting the students to drive the discussion.”

Education news. In your inbox. Sign up for our email newsletter

As she asked her students about their reactions to the news, it was clear the election set off a wave of fear over the immigration status of friends and family, persecution of LGBT people, and the status of police reform.

“I truly believe that white privilege is a thing that has been in play for hundreds of years, even thousands,” noted sophomore Justin Vargas, who said he worries the police may become less restrained against people of color as a result. Trump “wants to make America great again for a certain kind of people. It’s racist people.”

Another student, Carla Borbon, expressed concern for LGBT people, whose reaction she’d seen on social media and on the news. “There were a whole bunch of people scared because of their sexuality because this man is homophobic,” she said. “A lot of people were wondering what is going to happen to them.”

Others were less worried about the election result. “I was annoyed about things people were saying about Donald Trump, saying that he’s a rapist and wanted to deport everyone — that’s not true,” said junior Hugo Rodriguez. “I actually don’t mind Trump as president.”

Still, the school’s assistant principal, Nick Lawrence, said many students were visibly distraught as they filtered into school Wednesday morning and throughout the day. He said parents’ concern over immigration policy “will certainly be on our minds,” but that it was too early to predict exactly how that might play out in the wider school community.

“We have a large immigrant population,” he said. “Our focus is making sure they feel supported and protected and okay with being in the building.”

New York City is sending fewer latecomer students to Renewal schools, but questions remain

New York City is sending significantly fewer latecomer students — typically among the most difficult to serve — to schools in its flagship turnaround program.

Over the past three years, the number of students sent to schools in the city’s Renewal program outside the normal admissions process has declined 19 percent, according to new data from the education department, outpacing a 10 percent decrease in schools citywide over the same period.

The reduction suggests that schools Chancellor Carmen Fariña has stuck to her promise to stem the tide of latecomer students — often newly arriving immigrants, students with special needs, and those who struggle with homelessness — to some of the city’s most struggling schools.

But it’s unclear if that policy change is making a significant difference on the ground.

For one thing, since Renewal schools have been losing students, the proportion of latecomer students has essentially gone unchanged. Even though the city has sent a smaller number of latecomer students to these schools, roughly one in five students at Renewal schools were over-the-counter last year, just slightly less than three years ago.

Education news. In your inbox. Sign up for our email newsletter

“It’s a good start,” said Norm Fruchter, a researcher at New York University who authored a report that found the city disproportionately sends those students to low-performing high schools. But “one out of every five is a tough challenge for schools that are already challenged,” Fruchter added. “I would have hoped for a reduction in the percentage.”

Every year, thousands of students enter city schools outside the normal admissions process, students who are generally harder to serve and can disrupt school schedules mid-year. But since New York City’s middle and high school admissions process is largely based on a choice process, less desirable and lower-performing schools tend to have more open seats for latecomers.

When the city designated an original 94 Renewal schools as low performing enough to merit an influx of extra resources, some school staffers wondered how they were supposed to stoke “fast and intense” improvements while the city continued to send them high-need students mid-year. That’s partly why Fariña announced two years ago those schools would receive fewer latecomers.

But sending fewer students to struggling schools can also create problems, and has sparked concern among some school leaders. Most Renewal schools have been shedding students for years, so limiting the number of latecomers may contribute to enrollment problems that can result in less funding or potentially even closure.

Education news. In your inbox. Sign up for our email newsletter

RISE & SHINE

You are now subscribed!

Never miss a story. Like us on Facebook.

Chalkbeat New York

Get the best of Chalkbeat on Facebook

At Harlem’s Coalition School for Social Change, for instance, enrollment has dropped 44 percent over the past three years, a main reason principal Geralda Valcin is planning to ask the city to send more students over the counter — not fewer.

“Will it be harder with these kids coming on board? Absolutely,” Valcin said. “But with less kids I get less money” for teachers.

Education department officials emphasized that they work individually with schools, superintendents and families to find appropriate placements for latecomers, and said that enrollment declines at Renewal schools have started to level off.

“We’ve worked to support steady turnaround at Renewal schools by helping schools balance the need to grow enrollment with their ability to serve [over-the-counter] students,” Michael Aciman, a department spokesman, wrote in an email. He added that as Renewal schools see improvements, it might make sense to send them more latecomers.

Figuring out how to equitably place latecomer students has been a consistent challenge across administrations. Under Mayor Bloomberg, the city often clustered students who arrived mid-year at struggling schools and those the city was in the process of closing. Some of those problems have not completely gone away: As Chalkbeat reported earlier this year, the city sent some latecomer students to Renewal schools it planned to close, and Renewal schools still enroll more latecomers than the 15 percent city average.

The statistics education officials provided for this story does not include school-level breakdowns, making it difficult to tell if the city is still clustering lots of latecomers at certain Renewal schools, or whether struggling schools outside the Renewal program have received fewer latecomers.

City officials did not respond to a question about whether they see the current distribution of late-arriving students as a problem. But at least one Renewal school leader said it’s important for the city to pay attention to how those students are distributed system-wide — not just whether one segment of struggling schools are seeing fewer of them.

“I think all schools should be receiving students over the counter in equal and fair ways,” said one Renewal school leader. “Renewal schools should not be treated differently than others.”

The country’s smallest state tried to accomplish a big task in 2012: improve its struggling schools without firing principals or making other dramatic changes.

Instead, Rhode Island gave schools the option to do things like add common planning time for teachers, institute culturally appropriate instruction for students, and expand outreach to families.

A new study on those efforts says they didn’t help — and in some cases may have even hurt — student achievement.

It’s the latest in a string of research painting a grim picture of school turnaround efforts under the No Child Left Behind waivers the Obama administration granted to states. Recent studies show that those turnaround plans did not improve student achievement in Louisiana or Michigan, though they did have a positive effect in Kentucky.

The analysis, published in the peer-reviewed journal Educational Policy, leaves states in a tough spot. Under the new federal education law, ESSA, they are still required to identify and intervene in the lowest performing 5 percent of schools. What to do, though, has perplexed education policymakers for years.

Education news. In your inbox. Sign up for our email newsletter

The Rhode Island study suggests one option that may not be effective, at least at raising test scores: simply letting struggling schools choose from a menu of broad changes.

The researchers, Shaun Dougherty and Jennie Weiner of the University of Connecticut, looked at two tiers of struggling schools in the state: “warning” and “focus” schools. Schools in both categories had to choose four changes to make. Focus schools, the lower-performing group, had to select from a prescribed list, while warning schools could also could come up with their own strategies.

“Almost none of the schools chose the most severe options because of none of them had to,” said Dougherty.

Based on two years of data, the results were largely discouraging. Turnaround schools did not boost reading or math scores more than comparable schools that didn’t have to make any changes. And the focus schools, which had to make even more changes, actually seemed to do worse than the turnaround schools that made fewer.

“More interventions might not always be better and may have unintended consequences that impact a school’s long term ability to improve,” write Dougherty and Weiner.

Education news. In your inbox. Sign up for our email newsletter

RISE & SHINE

You are now subscribed!

Never miss a story. Like us on Facebook.

Get the best of Chalkbeat on Facebook

An important caveat for the studies in Rhode Island, Michigan, and Louisiana, which all used a similar method, is that it’s impossible to know how the accountability system affected schools that narrowly avoided being labeled low-performing and served as the comparison group for the turnaround schools. If those schools made extensive improvements for fear of facing turnaround in future years, that might mask gains in the turnaround schools.

Still, the latest research adds to the pile of studies showing the challenges of improving long-struggling schools.

Another Obama-era federal school turnaround program — School Improvement Grants — also showed disappointing results. Schools receiving those grants also had to implement a broad array of strategies, but had less power to choose which changes to make. The grants also came with additional federal money and in most cases required firing the principal.

There is someevidencethat providing additional money and support, paired with a requirement that schools replace a significant share of staff, is a more promising approach. But this is challenging to implement in areas where teachers are scarce and can prompt fierce political and community pushback.

In fact, back in 2010, the Obama administration faced one of its first major rifts with national teachers unions after it backed the large-scale firing — consistent with federal turnaround rules — of teachers at a Central Falls, Rhode Island high school.

Few schools ended up implementing such a drastic approach, though. In Central Falls, the district ultimately agreed to rehire all of the fired teachers.